2009-2010 Self-Study WASC Action Plan - Julian Charter School

• Curriculum/Course Offerings
• Most courses at JCS provide for scaffolding or custom
course designs to meet the course objectives.
o Students repeating a course, for example, are
not required to use the same curriculum or
course outline the second time in the course.
o Facilitators/coordinators may design a custom
course for a student’s elective interests.
o Facilitators may provide multiple sources of
instruction/curriculum for the same course.
For example, a student working on fractions
might have a “Key to Fractions” resource
book and a standards-based textbook.
• Each learning plan is designed to meet standards and
ESLRs with curriculum and instructional options
selected by the teacher/facilitator and parent/student
to ensure equal access to the curriculum.
• Steps are taken to ensure connections are made
between academic standards/ESLRs and allocation of
resources to student support services such as the
three-tiered response to intervention. Educational
units (EUs) or school support or contract services are
allocated as needed.
• As identified, alternative instructional options which
allow access to and progress in a rigorous standardsbased
program are implemented. The most current
examples are the implementation of the INSITE program
(primarily at-risk students) and the foundational
level of courses for non-diploma bound students.
• Direct and swift referral and intervention processes
are in place to ensure student success.
• The school does not identify nor provide GATE services;
all students are provided an academic environment
with enrichment activities built into a student’s
learning plan. This may include outside activities such
as summer programs for gifted youth.
• Student support services are offered in one-to-one or
small group sessions ideally with the parent in close
proximity; therefore opportunities frequently exist to
gain direct input about the student’s or parent’s
attitude about support services. Academy programs
also talk to parents at the beginning or end of the day.
• Student’s and parent’s views about support services
are covered thoroughly at monthly family meetings.
• Student surveys and grad questionnaires provide
additional input about student support services.
• Examples of Course
Differentiation Options:
• 1 or 2 classes at a time
• Summer school, CHSPE
or GED prep, ROP, VCI,
or CC classes
• K-8 individualized
• Course pace or 2-year
or 2-semester course
• Curriculum choice(s)
• Modified assignments
• Ancillary programs: CLO,
COIN3 Life Lessons
• Concern reports
• Safety Net/SST records
• Intervention records
• IEPs/504/SPED records
• Four-level high school
program (CP, NCP, basic,
foundational)
• INSITE/AC/HS
• Student resource tracking
records (EUs)
• Resource center inventory
• Stakeholder interviews
• Customized RW courses
• CAHSEE support classes,
community college classes,
ROP, Work Experience,
Safety Net Tutoring,
enrichment classes
• School profile data
• Master agreement
• Student interviews
• Student representative on
JCS Advisory Council
• ASB at academies
• Facilitator/advisor and
coordinator interviews
• Counselor interviews
• 9-12 electronic survey
• Grad survey
Chapter 4: Self-Study Findings: School Culture and Student Support
90 Julian Charter School Focus on Learning 2009-2010